Three Midwest Rural School Districts' First Year Transition to the Four Day School Week: Parents' Perspectives

Autor/inn/en	Turner, Jon; Finch, Kim; Uribe-Zarain, Ximena
Titel	Three Midwest Rural School Districts' First Year Transition to the Four Day School Week: Parents' Perspectives
Quelle	In: Rural Educator, 40 (2019) 1, S.1-15 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	School Districts; Rural Schools; School Schedules; Parent Attitudes; Students; Age Differences; Special Education; Socioeconomic Influences; Costs; Budgets; Special Needs Students; Academic Achievement; One Parent Family; Elementary Secondary Education; Missouri + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulzeiteinteilung; Elternverhalten; Student; Schüler; Schülerin; Studentin; Age; Difference; Age difference; Altersunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen; Sozioökonomischer Faktor; Cost; Kosten; Finanzhaushalt; Sonderpädagogischer Förderbedarf; Schulleistung; Single parent family; Ein-Eltern-Familie
Abstract	The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of parents who live in school districts that have recently switched to the four-day model. This study collected data from 584 parents in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies significant differences in the perceptions of parents classified by the age of children, special education identification, and free and reduced lunch status. Strong parental support for the four-day school week was identified in all demographic areas investigated; however, families with only elementary aged children and families with students receiving special education services were less supportive than other groups. (As Provided).
Anmerkungen	National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://journals.library.msstate.edu/ruraled
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01